Case study
Karin is in the first year of the Communication course. She is halfway through the academic year. During a learning team meeting, she says that the course is not what she expected. She may even want to quit the course. When I ask further, Karin tells me that she feels she is being trained for a position in the business world. She doubts whether she feels at home in that world. She had expected more subjects like psychology and sociology. ‘Quit this study? Or continue anyway?” she asks me.
Main reasons for dropping out and transferring
Not all students finish the first study of their choice. The percentage of students quitting their studies in the first year is around 32 per cent. The main reasons given by first-year students for dropping out and switching studies are:
- Expectations did not materialise. (51 per cent)
- Wrong study choice made. (50%)
- The way of teaching did not fit. (37%)
- The study was too demanding (33%)
- The student was insufficiently motivated. (27%)
- For 13 per cent of students, a negative BSA (Binding Study Advice) was the reason for dropping out and transferring (ResearchNed, 2020).
Most students who drop out during or after the first year of study transfer to another programme. This is often an MBO programme or an associate degree. A percentage of students with a college propaedeutic certificate move on to a university bachelor’s programme.
DO!
Look at the study choice stages together
Does the student want to choose a (different) course of study? Look together at the step-by-step plan, or the choice stages by psychologist Otto Taborsky. Ideally, choosing a bachelor, minor or master follows these six steps.
Phase 1 Becoming aware
Only with urgency for a study does a student really commit to it. In this phase, it is important for students to discover where they are now in their study career. Seeking inspiration and support from those close to them is important!
Phase 2 Allowing uncertainty
The student has no idea of the outcome yet. This causes anxiety. If the student allows this unrest, it is easier to explore all possibilities. The trap lurks in making a quick decision to get rid of that unpleasant feeling. Talking to others helps.
Phase 3 Exploring freely
The student explores openly and actively. He/she gains insight into his/her own interests, motivations and talents. This phase includes researching (online) courses and visiting open days, in addition to talking to people about courses and professions. Some options during this research into desires and ideas.
Phase 4 Comparing courses
The student compares the ‘chosen’ courses and selects the most important criteria. He/she further seeks out information about courses, textbooks and talks to other students, including about stumbling blocks.
Phase 5 Decision making
Stages 3 and 4 have probably already made it clearer which courses or other options appeal most. A pause is from thinking and figuring out is advisable, also to give intuition space. Preferences become clearer. If all goes well, this will give you energy.
Phase 6 Getting started
Does the student make a decision? Usually leads to energy and decisiveness. A student enrolls, starts looking for a room, etc. Yet no energy after a decision made? Possibly the student took a decision that does not really suit him/her. Going back to earlier steps in the decision process is always possible.
How can you, as a tutor, support students with study doubts?
Often it is not clear to a student where the study doubts come from. First clarify the origin of the doubt and discuss possible next steps. Three factors – study skills, life skills, study motivation – influence how a student experiences studying (Covey, 2019).
DO!
Still ask the student these questions for clarification:
Study skills
- Are your study results sufficient or good?
- Do you find the study challenging in a positive sense?
- Are you able to prepare assignments and tests well?
- Do you have an overview of what you need to learn and when. Can you plan?
- Is it clear to you what is expected in the study?
- Does the way of studying for this study suit you well?
- Do you think higher education suits you well?
On this site you will find training offers to (learn to) study more effectively.
Life skills:
- Do you feel at home with fellow students?
- Do you manage to keep a balance between studying and other activities?
- Do you feel sufficiently supported by people around you (outside your studies)?
- Are you comfortable physically and mentally?
- Is there peace in your life situation: health, living conditions, finances family atmosphere?
- Do you experience sufficient guidance from the programme?
More information on guidance such as deanery, student psychologists, support groups and e-health modules.
Study motivation:
- Do the subjects of the study interest you?
- Is the study what you expected it to be?
- Do you know where you want to work this study towards? Is there a vision of that?
- Do you enjoy the study activities?
- Do the job prospects after this study appeal to you?
- Can you apply what you are good at in this study?
If motivation is low, another study may be a better fit. Choice advice offers guidance.
Follow-up case study
When Karin expressed her doubts, at least half of the students expressed doubts too. The other students expressed curiosity about the main phase of the programme. I gave information about the main phase, profiling space, internship opportunities and the professional field. I then asked the students to express their interests and qualities. During a brainstorming session, we looked at which professions and studies fit these. For example, Karin discovered that she much prefers helping people with problems. She started talking to a Social Work student. She will also check on the site of studiekeuze123.nl to see which other studies match her interests. If she can’t figure it out, she knows she can turn to a study choice coach from Choice Advice.